Montessori-Pierson Publishing Company

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Montessori-Pierson Publishing Company

The Montessori-Pierson Publishing Company publishes and distributes books by Maria Montessori in the English language as well as the Spanish language.
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19/08/2026

NATURE AS A SOURCE OF WONDER AND REASONING
…While we teach so much in schools about the classification of animals, their functions, their construction, it should also be possible to give some idea of the magnificence of the nature of life. I have given a few examples of how much might be done along these lines by telling stories and giving accounts of what can be seen to happen. It is not a difficult matter and easy to grasp; children are fond of large numbers, and teachers go in search of these statistics. There is no topic that can yield more striking and interesting numbers. We can easily rouse enthusiasm by giving descriptions of how water wears away rocks and how it constructs palaces underground, etc. In fact, there is no subject which is at the same time so real and positive in nature and so satisfying to our imagination, and which leads to a work of reasoning. From the book Cosmic Education page 44. https://montessori-pierson.com/products/cosmic-education

12/08/2026

THE FULL REALISATION OF THE SECRET PATTERN
We may repeat at every moment before the clear evidence of reality that the child is father to the man. All the powers of the adult come from the possibility possessed by his “child-father” to attain the full realisation of the secret pattern that was his. What, however, puts the child in the position of a real worker is that he does not fulfil the pattern of the man to be made only through meditation and rest. No, his work is made up of activity, he creates by continual exercise. And we must clearly understand that he too uses his outer environment for his work, the same environment that the adult uses and transforms. It is through exercise that the child grows; his constructive activity is a real work which flows materially from his outer environment. The child in his experiences exercises himself and moves; he thus learns to coordinate his movements and absorbs from the outer world the emotions that give concreteness to his intelligence. Page 169-170 from the book The Secret of Childhood: https://montessori-pierson.com/products/the-secret-of-childhood-vol-22; https://montessori-pierson.com/products/el-nino-el-secreto-de-la-infancia-vol-4

29/07/2026

PEACE and EDUCATION
What is generally meant by peace is the ceasing of war. But this concept, a purely negative one, is not the real concept of peace. If the different aims of a given war are stressed, peace, understood as above, represents their final and stabilised triumph.
The incentive to war used indeed to be the conquest of land and the subduing of nations etc.; although the habitat of man is no longer the actual soil but rather social organisation built upon economic machinery, that old incentive is still the one generally thought of as the real one and the masses allow themselves to be drawn into war on such grounds…………
The error which consists in giving the name of peace to the permanent triumph of the ends which war had in view misleads us from the path of salvation that would lead us to the true peace. And as there is, in the history of all nations, a sort of periodic recurrence of unjust triumphs of that kind, so long as that error remains with us, the seeking after peace will be hopelessly beyond the reach of human possibilities. Page 112 of the book Citizen of the World https://montessori-pierson.com/products/citizen-of-the-world-vol-14;https://montessori-pierson.com/products/ciudadano-del-mundo-vol-11

06/07/2026

EVERY BRANCH OF STUDY IS INTERRELATED
One of the purposes of education is to connect each study around the cosmic centre. You cannot understand biology without comprehending chemistry or physics, and you cannot study life without its environment – geography. Further, you cannot study the earth without its environment, consisting of astronomy. Every branch of study is interrelated, one with the other, and every subject is a more detailed example of this fundamental principal. This is the reason you see the arrangement on the wall, the charts of the eras and of the cosmos. This is the composition of unity: not only of humans, past and present, but of humans surrounded by nature and with all things of creation. We must bring this to the consciousness of the individual, this fact that humans are great collaborators in the plan of God. Illustration: An early version of the Timeline of Life drawn by Maria Montessori. text from the book Cosmic Education page 186. https://montessori-pierson.com/products/cosmic-education;

22/06/2026

THE GREATEST WISDOM IS FIRST TO LOVE
The child should love everything that he learns, for his mental and emotional growths are linked. Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear. The great Italian poet, Dante, has said: “La somma sapienza e il primo amore,” or “The greatest wisdom is first to love.” To sublimate the soul one has to reach this perfect state of love – what has been called Intellectual Love, to distinguish it from the personal. Children can and do love abstract subjects, such as mathematics, so love can exist for the mental work, and the psychologist’s dream for the future has already been achieved. Page 15 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

06/06/2026

PRESENTING the UNIVERSE, Cosmic Education Lecture 5 Kodaikanal
To awaken interest, we address the imagination of the child.
We do not start by giving the basic ideas of a subject merely to make
them understand. Instead, we begin with loftier notions of a philosophical
nature and present them in a way that follows the psychology of the
child. Accordingly, we can make comparisons with fairy tales which will
lead the children to grand ideas, but not the ones that end in fantasy.
For example, we can offer the layers of the earth and speak of the
three states of matter: the solid, the liquid and the gaseous. Then we can
look further at another enclosure, the one that contains life and includes
parts of the atmosphere, the hydrosphere, and the surface of the earth,
all together called the biosphere. These outer layers of the atmosphere
can be compared to the fur of an animal, the tiger for instance, whose
body covering forms a living part of the animal. This is how we must
consider life. Life did not suddenly appear on earth because of the suitable
environment provided. Rather, life is a crucial component of the layers
of the Earth, just as much as the skin of the animal is an essential part
of the animal. Pages 138-139 from the book Cosmic Education. https://montessori-pierson.com/products/cosmic-education;

19/05/2026

FROM SENSORIAL TO ABSTRACT
While the younger child seeks comforts, the older child is now eager to encounter challenges. But these challenges must have an aim. The difference between a schoolteacher who takes children on a hike and an organization of this nature may be noted here. It is true that the former makes the children come out of the closed environment of the school and causes them to use their feet in walking and to see sensorially that which surrounds them. But this in no way increases the dignity of the child, who is still kept in a restricted circle. One may well multiply the number of hikes without changing anything, because the child’s acceptance is passive. On the other hand, if the children consciously leave the school having a definite and freely chosen aim in mind, it is quite a different matter…
…As in the first period: We seek the child’s consent to receive a lesson given. The lesson is now abstract when earlier it was sensorial. In the second period there exist, then, possibilities superior to those we used to know in the child. Only, these possibilities are subordinate not to the command of someone, but rather to the command of the child’s own conscience. Page 8-9 from the book From Childhood to Adolescence https://montessori-pierson.com/products/from-childhood-to-adolescence-vol-12; https://montessori-pierson.com/products/de-la-infancia-a-la-adolescencia-vol-12 ; https://montessori-pierson.com/products/van-de-kinderjaren-naar-de-adolescentie

13/05/2026

THE HELP OF NUMBERS FOR PAINTING THE IMAGINATIVE PICTURE
Life is a cosmic agent. How shall this truth be presented to the children so as to strike their imagination? Perhaps the child is likely to be most impressed by size, and the tremendous extent and magnitude of life on the globe may easily be introduced, because he already has in his possession the power of numbers. He may be given the figures of the human population in every country, these being easily obtained, before we pass on to life in the depths of ocean, which are known to be incalculable. First we deal with those impressive giants of the sea, the whales, which must logically, from their size, be much fewer in number than the smaller fish. Whales live in herds in the northern seas but swim in the cold season to the warmer regions, where they are joined by other groups, such as s***m whales, from the Antarctic. Their herds can then be counted not by hundreds, but by thousands of hundreds, so we can imagine the rest of the life of the sea, consisting of myriads of swarms of lesser creatures. We need the help of numbers for painting the imaginative picture, Page 18 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

04/05/2026

Today is the final day of the 30th International Montessori Congress in Mérida, Yucatán, Mexico. Pamela and Alexander enjoyed a wonderful event with many new and familiar contacts and inspiring talks.
Lupa Montessori is our official distributor in Mexico. For books in Mexico, visit: https://lupamontessori.com/

26/04/2026

THE HANDS HELP THE DEVELOPMENT OF THE INTELLECT
The hands help the development of the intellect. When a child is capable of using his hands, he can have a quantity of experiences in the environment through using them. In order to develop his consciousness, then his intellect, and then his will, he must have exercises and experiences. It is not that man must develop in order to work, but that man must work in order to develop. The work of the hand is the expression of psychic growth.
We must realize that we must encourage children from the beginning. No one has yet done this consciously – though many have done it unconsciously. Education has never said, ‘Work in order to grow.’ Instead it has said, ‘Wait until the child is well developed, intellectually strong and obedient, then we can teach him.’ We must learn to look at reality. The child must grow through the experiences he has in the environment, not because he is conscious of a duty and not because he is willing, but because the horme of nature urges him. We must facilitate the realization of this energy which leads to normal development. We must encourage children and give them the means, because without them they cannot make these great acquisitions. Page 126 from the book The 1946 London Lectures: https://montessori-pierson.com/products/the-1946-london-lectures-vol-17 ;https://montessori-pierson.com/products/las-conferencias-de-londres-en-1946-vol-17

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